Chapter 1 Setting the scene
- Background
There is an urgent need to stress the importance of education for sustainable living (EFSL) in formal and non-formal education sectors. Many writers highlight the need for education for sustainable living. According to Fox (1994:46) some of the most scientific world-views have destroyed forests and the souls of human beings. Ecological disasters are prevalent today because of the changes brought to nature by human knowledge systems. There is a reason to believe that whatever happens to this earth is outside one’s control and that science will offer solutions to the problems. Giddens (1992:127-138) and Bowers (1995:4) relate this thought of thinking to Marxist Philosophy which states that man can control what he has created.
Concurring with the above writers and implicitly arguing the need for EFSL, Orr (1992:155) states that we, in making progress have “wandered up blind alleys”. The pursuit of knowledge is not free from stupidity, arrogance, personal ambition and wrong-headedness. Bowen (1994:43-47) states that environmental degradation is made worse by science and technology. Science and technology produce goods and services without concern for a sustainable environment. Harman (1988:107-111) makes sense in stating that we place much emphasis on economic security. Although this may seem economically sound, it is ecological foolish. Earth would become a futile planet if we think that it is economically sound to place a premium on the maximum rate of using up resources. This idea is also mooted by Okeem (1990:24) when he states that liberal capitalism causes “a rapacious consumerism damaging the planet and the human spirit”.
Furthermore, Capra (1983:23) in analysing rational thought also believes that we have forgotten how to think with our bodies and souls and how to interact with living organisms. There seems to be an absence of expressive and emotional forms of education mainly because thinking has become scientific. There is a need to stress on culture, values, and the aesthetic aspects of the
environment. The importance of values and subjectivity in education cannot be overemphasised. Higgs (1995:5) is correct in stating that logical empiricism, in its attempt to bring about logical reasoning for education has failed because it does not see the scientist as a human being.
According to Harman (1988:10) a dominant paradigm in society depends on how people in that society think, perceive value and react to reality e.g. medieval society was not interested in the value of technology. Today, most people are dependent on technology and lack the basic skills and knowledge essential to a bioregional and community-centered life style (Bowers 1995:5).
Perceiving the world today as a mechanistic system as it was during the Scientific Revolution, the Enlightenment and the Industrial Revolution is limited and is in need of drastic change. Reality depends on the spiritual realm also and takes into account values, beliefs, truth and beauty. These aspects can be seen practised in Hinduism, Buddhism and Taoist cultures (Capra 1983:12- 13). Bowen (1994:118-121) also emphasises the need for sensitivity to the environment and the interconnectedness of the planet. One should examine ones values and lifestyles and take action to live sustainably.
